Linking Belief to Thought: A Structural Equation Modeling Analysis of Self-Efficacy and Critical Thinking Among Indonesian Pre-Service Teacher

Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kokdemir and Empathic Tendency Scale invented by Dokmen were used to assess the research data. Furthermore, an “Individual Information Form” questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p 0.05). It was detected that nursing students’ critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students’ critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students’ ability of empathy and critical thinking disposition in class levels. Key words: Critical Thinking Disposition, Empathic Tendency, Nursing student

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

As critical thinking is considered a conscious and mental process and also introduced in educational contexts, critical thinking skills and practices can be related to teachers’ conceptions of teaching-learning. Thus, this study firstly aimed to reveal pre-service teachers’ level of critical thinking and their teaching-learning conceptions, and then analyze the correlation between these two variables. The study was conducted at Çanakkale Onsekiz Mart University with Department of English Language Teaching 3rd and 4th grade pre-service teachers. On the strength of the study’s aim, it was designed as a non-experimental, mixed method with single and correlational scanning models. Therefore, the data were collected through the “California critical thinking tendency scale,” and the “Teaching-learning conceptions scale”, and finally open-ended questions prepared by the researcher related to transformational conception. For the data analysis, descriptive and correlational statistics were used via SPSS Package Program v.21.0. According to the results of the study, while pre-service teachers’ level of critical thinking is moderate, they are more inclined to the constructivist conception and there is a correlation between these two variables. The obtained data from open-ended questions reveal that most of the pre-service teachers relate transformational concepts with social development, conscious individuals and democratic values and they want to use this kind of conception during their teaching profession.

The aim of this study is to identify the dispositions and opinions of prospective teachers towards critical thinking and to develop primarily their critical thinking dispositions. Pretest-posttest research design was implemented in this study without a control group. The study group was formed with the purposive sampling method. A total of 57 preservice teachers, of whom 26 were males and 31 were females, volunteered for the study. California Critical Thinking Disposition Scale was used for data collection and semi-structured interview form was used to obtain the qualitative data. The overall critical thinking dispositions pre-test scores of the students as well as the scores they have obtained in the sub-dimensions of analyticalness, open mindedness, inquisitiveness, and systematicness revealed that they had moderate dispositions in these sub-dimensions, whereas the scores they obtained in the sub-dimensions of self-confidence and truth-seeking revealed that they had low critical thinking dispositions in the respective sub-dimensions. The overall critical thinking dispositions post-test scores of the students obtained after the experimental procedure indicated a moderate disposition, as it was revealed by the overall pre-test scores, with the exceptions of the sub-dimensions of self-confidence and truth-seeking, in which the students' scores increased from low to moderate. All in all, a significant difference was found between the mean pretest and posttest scores. It was determined that when encountered an event or a problem that the participants took cognizance of subjects such as paying attention to the data available and unavailable, being attentive to seeking evidence, developing empathy, making reasonable conclusions, and making judgments through creating criteria when making decisions.These results have indicated that the education provided contributes positively to critical thinking and to the critical thinkingdisposition. Key words: Critical thinking, critical thinking disposition, preservice teacher, education, higher education.

Objective: An examination of the critical thinking tendencies of nurses working in Turgut Ozal Medical center’s TOMC operating room was done descriptively with the aim.Materials and Methods: 58 nurses working in the Turgut Ozal Medical center’s TOMC operating room ,who are umreported and unauthorized?? And voluntarily accepted to participate in the study, were presented. The data were collected between November 2013 and January 2014. Personal data form consisting of 7 questions and California Critical Thinking Tendency Scale were used in data collection. The statistical analysis of the data obtained in this study was evaluated using SPSS 16, calculating frequency, percentage, arithmetic mean and standard deviations.Results: The vast majority of the nurses participating in this study were consisted of 51.7% nurses between the ages of 18-25. Considering the occupational period of service, the vast majority of the nurses 63.8% were between 1-5 years in service. In addition to this, it was noticed that 79.3% of nurses had education status and 91.4% of them had knowledge about the concept of critical thinking . 30.2% of nurses have learned the concept of critical thinking from their lessons at the university and 45.3% said that the events they experienced in the business environment affected their critical thinking. According to the critical thinking trend scale, the mean score of analytical thinking was 46.15 ± 5.53, open mindedness score 44.13 ± 9.02, curiosity score 41.77 ± 4.72, self confidence score 30.24 ± 5.18, accuracy analysis ability score 24.74 ± 4.81, systematic score average 23.82 ± 2.95. The California Critical Thinking Tendency Scale average score was found as 210.85.Conclusion: As a result of this study, it was found that critical thinking of nurses was inadequate due to the adverse effects of working conditions. It is anticipated that the tendency of critical thinking of nurses will increase if the nurses’ working hours are kept as 40 hours per week, and the nurses are being educated about their critical thinking

Assessing critical thinking skills and disposition is crucial in nursing education and research. The California Critical Thinking Disposition Inventory (CCTDI) uses the Delphi Report's consensus definition of critical thinking as the theoretical basis to measure critical thinking disposition. Item analysis and factor analysis techniques were used to create seven disposition scales, which grouped the Delphi dispositional descriptions into larger, more unified constructs: open-mindedness, analyticity, cognitive maturity, truth-seeking, systematicity, inquisitiveness, and self-confidence. Cronbach's alpha for the overall instrument, the disposition toward critical thinking, is .92. The 75-item instrument was administered to an additional sample of college students (N = 1019). The alpha levels in the second sample remained relatively stable, ranging from .60 to .78 on the subscales and .90 overall. The instrument has subsequently been used to assess critical thinking disposition in high school through the graduate level but is targeted primarily for the college undergraduates. Administration time is 20 minutes. Correlation with its companion instrument, the California Critical Thinking Skills Test, also based on the Delphi critical thinking construct, was measured at .66 and .67 in two pilot sample groups.

The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the "California Critical Thinking Disposition Scale" and open-ended questions about "What is critical thinking" and "Why is critical thinking important". Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.

Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research

Inclusivity in the Global World

The aim of this study is to determine the critical thinking disposition levels of middle school students and their perceptions of school climate to examine the effect of gender on these variables and to analyze the predictive power of school climate sub-dimensions on critical thinking disposition. The study was conducted with 162 7th- and 8th-grade middleschool students. To measure students’ critical thinking disposition levels, the Critical Thinking Disposition Scale was used, while the School Climate Scale was employed to assess their perceptions of school climate. The study adopted a relational survey model. Data were analyzed using descriptive statistics, independent samples t-tests, and multiple linear regression analyses. Findings indicate that school climate is at a moderate level, while critical thinking disposition is at a high level in both grade levels. Gender does not create a significant difference in school climate perception for either grade level. However, 7th-grade female students have higher critical thinking disposition levels compared to male students, with a moderate effect size. For 8th-grade students, no significant difference in critical thinking disposition was observed based on gender. According to the multiple linear regression analysis, the sub-dimensions of school climate are moderate or low-level significant predictors of critical thinking disposition in both seventh and 8th grades. The school climate sub-dimensions explain 25% of the variance in critical thinking disposition for 7th graders and 19% for 8th graders. These findings suggest that students’ perceptions of school climate play a role in enhancing their critical thinking disposition levels. The results are discussed in the context of the literature, and recommendations are provided. Cite this article as: Tokgöz, E. Ö., & Ağın, E. (2025). School climate on secondary school students’ critical thinking dispositions. HAYEF: Journal of Education, 22, 0001, doi: 10.5152/ hayef.2025.25001.

In this study, the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards socioscientific issues was examined. Relational survey method, which is one of the quantitative research approaches, was used in the research process. 813 pre-service teachers from science, mathematics, preschool, psychological counseling and guidance, social sciences, classroom teaching, and fine arts departments studying at education faculties in state universities in the Black Sea Region of Turkey participated in the research. Critical thinking disposition and attitude scales were used as data collection tools in the research. The findings were examined by considering the variables of gender, class level, knowledge about socioscientific issues and the department of education. In the analysis of the data obtained, the results for each scale were first divided into groups as low, medium and high scores. Variables with two categories were analyzed using the independent samples t-test, and variables with more than two categories were analyzed using the ANOVA test. Then, multiple linear regression analyses were performed. Hayes's (2018) regression model number 1 was used to confirm the research results and to support it with advanced statistics. As a result of the research, it was determined that the pre-service teachers with low and medium critical thinking dispositions also had low attitudes towards socioscientific issues and sub-variables did not make a significant difference. At this point, some suggestions can be made to pre-service teachers with a low and medium level of critical thinking disposition. It can be ensured that they participate in project activities on socioscientific issues during the training process. It can be ensured that courses within the scope of critical and analytical thinking are taken. It has also been determined that the pre-service teachers with high critical thinking disposition have high attitudes towards socioscientific issues, and there is a significant difference in terms of the variables of the department, grade level and having knowledge about socioscientific issues.

This meta-analysis aimed to examine the studies on pre-service teachers of critical thinking skills. We conducted a meta-analysis to synthesize the extant literature on critical thinking and pre-service teachers. The method used in the study was based on the search of relevant literature through an online database such as IEEE Explore, ProQuest, ScienceDirect, and ResearchGate. The keywords in the search for the relevant literature include critical thinking skills in teacher education and pre-service teachers' critical thinking skills. After systematically searching the relevant literature through electronic databases using various search terms, we screened studies and reviewed them for inclusion. From 22 studies (27 samples, N= 3726), we found that critical thinking was moderately related to pre-service teachers' success, especially with the intervention’s studies on critical thinking. The relationship between pre-service teachers' achievement and levels of critical thinking skills was found to be significant. However, pre-service teachers' stories of critical thinking skills tests have been trending in teacher education worldwide. Still, most of the studies on pre-service teachers’ critical thinking were conducted in Turkey. The questionnaire used to measure pre-service teachers’ necessary thinking skills was found to be California Critical Thinking Disposition Inventory by Facione. Implications for this study include the importance of teaching critical thinking skills in a teacher education program and the inclusion of components of critical thinking in the curriculum across the board.

<span lang="EN-US">It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.</span>

Extended Abstract Abstract The ultimate goal of any pedagogy system is to create positive transformations in human and finding a desired identity for him/her in social and individual life. Undoubtedly, higher education system is not free from explicit and implicit transfer of certain norms and insights to learners. One of the goals of the higher education system is to educate learners who conduct scientific activities by using different thinking methods especially critical thinking. Thus, present study intends to examine the students’ critical thinking disposition and the relationship between dependent variable of students’ critical thinking disposition and independent variables of gender, age, educational field and educational grade. This goal was realized by using a survey and Ricketts standard questionnaire (2003). Respondents were students at Farabi Campus of University of Tehran. The basis of selecting the students was random sampling technique by which 346 subjects were selected and analyzed from students’ population (3550 students). Of the most important findings of the research, one can refer to the fact that students in research population tend to critical thinking. Additionally, research findings suggest that there is a significant relationship between gender, age and educational grade with students’ critical thinking disposition while no significant association was observed between educational field and students’ critical thinking disposition. Introduction Today, by transformations in theoretical basics and nature of science, new approaches are raised on determining educational goals and training process. One of the most important approaches is to pay attention to thinking in training process. Growth and breeding students’ thinking skills has been always an important issued in education since our culture information outcome has gone beyond our critical thinking strength. Thus, in today world in which people can communicate through Internet, reading and writing is no longer the ability to meaning of words and to conceive texts and making a few grammatical sentences; rather, in today world, one should equip with critical thinking in encountering with information explosion in Internet (Mahdizadeh et al, 2012). Overall, this research plans to answer this question that how is the critical thinking disposition among students? Additionally, four below goals are also pursued: Determining the relationship between students’ gender and their tendency toward critical thinking disposition; Determining the relationship between students’ age and their tendency toward critical thinking disposition; Determining the relationship between students’ field of study and their tendency toward critical thinking disposition; Determining the relationship between students’ grade and their tendency toward critical thinking disposition; Case study: present research plans to study students’ critical thinking disposition in University of Tehran, Farabi Campus. Theoretical framwork Since mid-20th century, critical thinking is considered as an educational necessity and then, needed initiatives were taken to put this concept in all learners’ critical thinking training agenda. Undoubtedly, any action in this regard needs to specify the concept of critical thinking and its traits and aspects. What used in present study are the aspects of critical thinking disposition raised by Ricketts (2003). He used Facion’s research as his own basis and due to criticisms against Facion’s classification, he attempted to reuse Delphi technique (however, based on the same theories achieved from Facion’s reports) to acquire new classifications. He asserts that critical thinking disposition is shaped by an inner report and its aspects include: Engagement: propensity to engagement measures three issues: student’s tendency to look for opportunities to use rationality and argument; predicting those situations which need to argue; trust to the capability of rationality and arguing; Innovativeness: tendency to innovation measures students’ talent since the tend to know the reality and are curious intellectually; Cognitive maturity: it measures maturity of three issue: students’ talent to be aware of the complexity of real problems; openness to others’ attitudes; awareness on backgrounds and prejudices of oneself and others (Rickets, 2003: 20 – 21; cited by Khojasteh and others, 2014). Methodology This is a descriptive – cross sectional survey conducted in University of Tehran’s Farabi Campus by 3550 students in 2018 – 2019 educational year. In this study, by using Morgan and Krejcie Table, 346 students were selected by random simple sampling method as sample size. In present study, data collection tool is two-segment questionnaire. The first segment is a structured questionnaire which involves students’ demographical information. The second segment is critical thinking disposition scale by Rickets (2003). The subjects announce the degree of their agreement/disagreement with each item in Likert’s five – score scale. To analyze data, SPSS24 and AMOS24 software packages and to compare the means, t-test and One-Way ANOVA tests are utilized; Scheffe test is used if One-Way ANOVA test is meaningful. Discussion and Findings To test the normality, Kolmogorov – Smirnov multivariable test was used and the results indicated that data are following a normal distribution. To validate indicators and scales, confirmatory factor analysis was utilized. The results from fitness indicators for modelling three aspects of mental engagement, maturity and innovativeness suggest that all variables enjoy proper fitness. To evaluate measurement model, this model was initially validated. To this end, discriminate validity was examined. Its validity was more than 0.5 for all variable. Since there is more than one latent variable in this model, discriminant validity was also investigated. In present study, the correlation among all constructs is less than 0.9 which is plausible. To see whether critical thinking disposition exists in different aspects or not and by considering results from Kolmogorov – Smirnov test which suggests data distribution normality, single t-test was conducted. In all aspects, significance coefficient equals with zero and less than test error level (0.05). Upper and lower level are positive and t statistic is out of -1.96 and +1.96 in all cases. Thus, in all aspects, critical thinking disposition is observed among them. Ultimately, single factor variance analysis, was used to study the role of demographical variables in critical thinking disposition and indep3endent t-test was used for gender variable. Research findings indicated that there is no significant difference between field of education and critical thinking disposition while there is significant difference between gender, age and grades with critical thinking disposition. Conclusion Research findings indicate that the mean of students’ critical thinking disposition is in positive and medium levels. This is consistent with findings by Gharib (2009), Saburi (2012), Zarabin et al (2016) and Folous & Cessarian (2014). However, need to constant training on such kind of thinking is more highlighted. Research findings indicate that there is a significant relationship between average score of critical thinking disposition in such components as mental engagement and cognitive maturity with students’ gender so that its average is higher for girls (3.9) than boys (3.8) while there is no significant relationship for innovativeness. There is no significant association between educational field and critical thinking disposition. It is consistent with findings by Azodi (2010), Saburi Kashani (2012) and Zarabian et al (2016). Research findings indicate that students’ age associates with their critical thinking disposition significantly so that students above 35 years have the highest mean. It is consistent with findings by Azodi et al (2010) and Book et al (2013). Likewise, present study indicated that there is a significant relationship between students’ educational grade and critical thinking disposition so that postgraduates have the highest level of critical thinking disposition. It is consistent with findings by Eslami Akbar (2010) and Safari et al (2012).